Program Evaluation Report: Graduate Counseling Program ... · Program Evaluation Report: Graduate...

Rosemont College

1400 Montgomery Avenue

Rosemont, PA 19010

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Program Evaluation Report: Graduate Counseling Program

2018 – 2019 Academic Year

Note: Some of the Program Evaluation Report Protocols were not implemented until the start of the

Spring 2019 Semester. Therefore, some of the sections of this report do not provide information

descriptive of a full academic year. For transparency, each section of this report will describe the time

frame for which data has been gathered and analyzed. The first Program Evaluation Report that will

encompass a full academic year for all content areas will be published after the conclusion of the 2019-

2020 academic year. Additionally, some of the content described within the Program Evaluation Report

Protocols will not be included within this report, as the program wishes to gather a more substantial

amount of information to provide an accurate description of the data for potential programmatic

changes. These content areas will provide a description on the data collection process within this report.

If you have any questions on the information presented within this report, please contact Academic Unit

Leader and Assistant Professor – Dr. Patrick Rowley – at [email protected].

mailto:[email protected]

A. Student Academic Performance

1.) Finalized Grades: At the conclusion of each semester counselor educators submit finalized

grades for all students. This section will provide information on two (2) different areas:

1a.) An analysis of the finalized grades for all students across coursework within the Graduate

Counseling Program for the 2018 – 2019 academic year. This analysis is completed once per

academic year to understand student performance pertaining to specific coursework. The

analysis is divided according to campus (Rosemont College and Cedar Crest College Campus) as

well as course format (Face-to-Face, Synchronous Hybrid, and Asynchronous Online).

Yearly Finalized Grade Analysis – Both Campuses (See Appendix A: Table 1)

The information analyzed from Table 1, communicated the following information of significance:

a.) Across all courses and campuses for the 2018-2019 Academic Year, only 7 students

received a grade below a B-.

b.) Across all courses and campuses for the 2018-2019 Academic Year, only 1 student

received a grade of “FX” (Excessive Absences).

c.) Across all courses and campuses for the 2018-2019 Academic Year, only 2 students

received a grade of “I” (Incomplete). Both students received an Incomplete within

the Clinical Mental Health Counseling Internship II Course.

i. In response to this analysis, the Graduate Counseling Program decided to

extend the Practicum and Internship semesters from 13-weeks to 15-weeks.

d.) Across all courses and campuses for the 2018-2019 Academic Year, only 6 students

received a grade of “W” (Withdrawal). There was no course in which more than 1

student withdrew from the course.

Yearly Finalized Grade Analysis – Rosemont College Campus Only (See Appendix B: Table 2)


a.) Across all courses at the Rosemont College Campus for the 2018-2019 Academic

Year, only 6 students received a grade below a B-.

b.) Across all courses at the Rosemont College Campus for the 2018-2019 Academic

Year, only 2 students received a grade of “I” (Incomplete). Both students received

an Incomplete within the Clinical Mental Health Counseling Internship II Course.



c.) Across all courses at the Rosemont College Campus for the 2018-2019 Academic

Year, only 3 students received a grade of “W” (Withdrawal). There was no course in

which more than 1 student withdrew from the course.

Yearly Finalized Grade Analysis – Cedar Crest Campus Only (See Appendix C: Table 3)


a.) Across all courses at the Cedar Crest College Campus for the 2018-2019 Academic

Year, only 1 student received a grade below a B-.






Yearly Finalized Grade Analysis – Face-to-Face Courses Only (See Appendix D: Table 4)


a.) Across all courses offered within a face-to-face course format for the 2018-2019

Academic Year, only 3 students received a grade below a B-.

b.) Across all courses offered within a face-to-face format for the 2018-2019 Academic

Year, only 2 students received a grade of “I” (Incomplete). Both of these students

received an Incomplete within the Clinical Mental Health Counseling Internship II

Course.






Yearly Finalized Grade Analysis – Synchronous Hybrid Courses Only (See Appendix E: Table 5)


a.) Across all courses offered within an asynchronous hybrid course format for the

2018-2019 Academic Year, only 1 student received a grade below a B-.



Yearly Finalized Grade Analysis – Asynchronous Online Course Only (See Appendix F: Table 6)


a.) Across all courses offered within a synchronous online course format for the 2018-

2019 Academic Year, only 3 students received a grade below a B-.


offer elective coursework within the Clinical Mental Health Counseling

Concentration only as asynchronous online coursework in the future.

1b.) An analysis of the finalized grades for all students across coursework within the Graduate

Counseling Program is conducted for each semester within the 2018 – 2019 academic year. This

analysis helps to determine the status of students currently on academic probation and those

students that may need to be placed on academic probation. The Rosemont College Catalog

(2018) defines academic probation as the following:

Any matriculated student who does not achieve and maintain a minimum GPA of 3.0, or who

earns more than one final course grade below a B-, will be placed on academic probation. The

student will receive a letter from the Dean specifying the requirements to be fulfilled for the

student to regain academic standing. The student must achieve a minimum overall GPA of 3.0

within nine additional credits of graduate work and must earn final grades of B or better for all

remaining courses throughout the duration of his/her program of study. Any student who does

not meet these grading criteria will be dismissed from the program (p.76).

Competency is assessed in CNS 6010 Counseling Skills and Techniques and students are required

to earn a grade of B or better in this class. A student who earns a grade of B- or lower is

required to retake the course.

Academic Probation Grade Analysis: 2018 – 2019 Academic Year

Fall 2018 Spring 2019 Summer 2019

# Students on Academic Probation (Rosemont College)

6 8 4

# Students on Academic Probation (Cedar Crest College)

3 1 0

# of Students Being Monitored for Academic Concerns

9 8 3

# of Students Removed from Academic Probation

3 2 5

2.) Key Performance Indicator (KPI) Rubrics: At the conclusion of each academic semester,

counselor educators submit key performance indicator rubrics for the capstone assignments of

5 courses within the concentrations of clinical mental health counseling and school counseling (9

total courses).

a.) Clinical Mental Health Counseling Concentration Courses Assessed: Clinical Mental

Health Counseling, Diagnosis and Treatment of Psychopathology, Clinical Mental Health

Counseling Practicum, Clinical Mental Health Counseling Internship I, & Clinical Mental

Health Counseling Internship II.

b.) School Counseling Courses Assessed: School Counseling PK-12, Diagnosis and

Treatment of Psychopathology, School Counseling Practicum, School Counseling

Internship I, & School Counseling Internship II.

c.) Key Performance Indicator Rubrics were introduced into the curriculum for both

concentrations during the Fall 2019 Semester. Since this time the rubrics have been

revised to connect to capstone assignments only for key performance indicator

coursework. An assessment and analysis of key performance indicator rubrics will not be

fully incorporated into the Program Evaluation Report until the conclusion of the 2019-

2020 academic year. Data from the key performance indicator rubrics will be analyzed

at the conclusion of each semester.

3.) Counselor Education Comprehensive Examination (CECE): The CECE is administered once

during the Fall Semester (October) and once during the Spring Semester (April). Students are

only permitted to register for the examination if they have completed all necessary coursework

(Practicum and Internship students). The CECE mirrors the content of the examination for

licensure as a professional counselor within the state of Pennsylvania – National Counselors

Examination (NCE). The CECE was administered for the first time in the Graduate Counseling

Program during the Spring 2019 Semester. Therefore, the results below depict the results of one

administration of the examination (Spring 2019). Seven (7) students registered and sat for the

examination. The following chart details the collective results of this cohort of students:

Spring 2019 Counselor Education Comprehensive Examination Results

Section Average Score

Human Development 9.57 / 15

Social and Cultural Foundations 12.71 / 15

Helping Relationships 5.71 / 15

Group Counseling 8.43 / 15

Lifestyle and Career Development 7.14 / 15

Appraisal 5.43 / 15

Research and Program Evaluation 7.57 / 15

Professional Orientation and Ethical Practice 8.14 / 15

Overall Score 64.71 / 120 (53.78%)

a.) After conducting some research on passing thresholds for the National Counselors

Examination (NCE), it was determined that passing thresholds fluctuate between 90 and

105 out of 160 questions (56.25% - 65.63%). Reviewing the descriptive statistics

calculated from our administration of the CECE, we decided to set the threshold at 68

/120 (56.67%). As a result, 3 of the 7 students successfully passed the CECE for the

Spring 2019 administration.

b.) In response to this analysis, the Graduate Counseling Program identified the

following 4 content sections as areas for improvement within the curriculum: Helping

Relationships, Lifestyle and Career Development, Appraisal, and Research and Program

Evaluation.

c.) At the start of the Fall 2019 Semester, new syllabi for all coursework was introduced

into the curriculum for both concentrations that more comprehensively attends to the

content included within the CECE. The Graduate Counseling Program will continue to

monitor student results on the CECE to determine if the revised syllabi have impacted

student scores on the CECE. CECE results will be used to review and revise coursework

within the program.

B. Student Professional Dispositions: At the conclusion of each semester counselor educators

submit Professional Performance Evaluation Forms to assess student professional dispositions.

The following five (5) professional dispositions are measured: Flexibility and Openness,

Collaboration, Awareness, Initiative and Motivation, and Responsibility. Professional

dispositions are rated on a scale of 1 through 3 (1 = Low, 2 = Moderate, 3 = High). Student

professional dispositions were not introduced as an evaluative method until the Spring 2019

Semester. Therefore, results detailed below will only account for the Spring 2019 Semester and

Summer 2019 Semesters. The analysis conducted reviews professional disposition averages for

the entire program and across campuses.

Spring 2019 Professional Disposition Scores (Rosemont College and Cedar Crest College) (See

Appendix G: Table 7)


a.) No professional disposition score fell below a 2.5 average for the program.

b.) The highest professional disposition score applied to the content area of

Responsibility – “Attend and adhere to Ethical Standards” (2.93 / 3.00).

c.) The lowest professional disposition score applied to the content area of Awareness

– “Awareness of own impact on others” (2.62 / 3.00).

Spring 2019 Professional Disposition Scores (Rosemont College Only) (See Appendix H: Table 8)


a.) No professional disposition score fell below a 2.6 average for Rosemont College

Campus students.


Responsibility – “Maintain professional boundaries, sensitive to diversity safeguard

confidentiality” (2.91 / 3.00) for Rosemont College Campus students.


– “Awareness of own impact on others” (2.62 / 3.00) for Rosemont College Campus

students.

Spring 2019 Professional Disposition Scores (Cedar Crest College Only) (See Appendix I: Table

9)


a.) No professional disposition score fell below a 2.5 average for Cedar Crest College

Campus students.

b.) The highest professional disposition score applied to the content area of Initiative

and Motivation – “Adhere to school and SGPS policies” (2.81 / 3.00) for Cedar Crest

College Campus students.

c.) The lowest professional disposition score applied to the content area of Flexibility

and Openness – “Open willingness to different perspectives” (2.59 / 3.00).

Summer 2019 Professional Disposition Scores (Rosemont College and Cedar Crest College)

(See Appendix J: Table 10)

a.) No professional disposition score fell below a 2.5 average for the program.

b.) The highest professional disposition score applied to the content area of Imitative

and Motivation – “Proficient graduate level oral and written skills” (2.88 / 3.00).


– “Awareness of own impact on others” (2.66 / 3.00).

i. Even though that this presented as the lowest content score among

professional dispositions, students improved by + 0.04 in this content area

from the Spring 2019 Semester to the Summer 2019 Semester.

d.) Across all content areas for professional dispositions, students improved in 10 of the

15 total content areas from the Spring 2019 Semester to the Summer 2019

Semester.

Summer 2019 Professional Disposition Scores (Rosemont College Only) (See Appendix K: Table

11)

The information analyzed from Table 11, communicated the following information of

significance:

a.) No professional disposition score fell below a 2.6 average for Rosemont College

Campus students.

b.) The highest professional disposition score applied to the content area of Initiative

and Motivation – “Adhere to school and SGPS policies” (2.92 / 3.00) for Rosemont

College Campus students.


– “Awareness of own impact on others” (2.65 / 3.00) for Rosemont College Campus

students.

i. Even though this presented as the lowest content score among professional

dispositions for Rosemont College Campus students, the specific content

area improved by + 0.03 from the Spring 2019 Semester to the Summer

2019 Semester.

Summer 2019 Professional Disposition Scores (Cedar Crest College Only) (See Appendix L:

Table 12)

a.) No professional disposition score fell below a 2.5 average for Cedar Crest College

Campus students.


Collaboration – “Accept mistakes, avoid blame, apply feedback toward growth, and

monitor self for professionalism” (2.79 / 3.00) for Cedar Crest College students.

c.) The lowest professional disposition score applied to the content area of

Responsibility – “Maintain professional boundaries, sensitive to diversity, safeguard

confidentiality” (2.52 / 3.00) for Cedar Crest College students.

a. From the Spring 2019 Semester to the Summer 2019 Semester, the score

for Cedar Crest College Campus students dropped in this content area from

2.72 to 2.52 (- 0.20). This information will be reviewed during an upcoming

departmental faculty meeting to explore how we may better focus on this

content area.

C. Counselor Educator Course Feedback: At the conclusion of each semester counselor educators

are offered an opportunity to provide feedback to the Academic Unit Leader to add, subtract, or

modify content within their assigned courses. Counselor Educator Course Feedback Forms are

reviewed at the conclusion of each academic year. This evaluative process was introduced

during the Spring 2019 Semester. A total of four (4) Counselor Education Course Feedback

Forms were submitted by three (2) counselor educators during the Spring 2019 Semester and

Summer 2019 Semester:

1.) CNS 6330 – Victimology: “I don’t think anything needs to be changed to the course. The

content and material presented gave the students a very surreal look into what a victim is and

how to counsel appropriately.”

2.) CNS 6600 – School Counseling Practicum: “The assignments are appropriate for the course

and are needed to introduce and prepare what the students will need to do during the course.”

3.) CNS 6601 – School Counseling Internship I: “I believe that the removal of one of the

recording is warranted. It seems that the whole semester was pretty much presentations [of

recordings] due to the timeliness of each presentation. We did touch upon different

circumstances each student is facing in their internship and different scenarios that were faced,

but it wasn’t as much as I would have liked.”

a.) In response to this statement, the Academic Unit Leader discussed the concern with

the counselor educator in question. It was determined that the counselor educator

could attend to the assessment of student knowledge and skills within two (2)

recorded counseling sessions during class sessions. The third recorded counseling

session could be reviewed and assessed by the counselor educator outside of class

sessions.

4.) CNS 6070 – Career and Lifestyle Counseling: “Teaching a four-hour long summer course was

something I’ve never done before. However, I was able to collaborate with other faculty

members to come up with resources and strategies that were able to help keep the students

engaged in learning. I was particularly encouraged that I’ve received feedback from multiple

students that ‘This never felt like a four-hour long class.’ I would recommend the continuation

and promotion of faculty members sharing resources. It was greatly appreciated this semester.”

a.) In response to this statement, the Academic Unit Leader is considering the idea of

weekend coursework and/or two separate 2-hour class sessions during the summer

semesters. The Academic Unit Leader plans to request that students complete a

survey to gather the student perspective on whether either of these ideas would be

preferred.

D. Student Evaluation of Counselor Educators: At the conclusion of each semester students

receive an opportunity to evaluate the instructors of each course in which they were enrolled.

Student evaluations of counselor educators were reviewed at the conclusion of each semester

to determine areas for improvement as well as the conclusion of the academic year to

synthesize information gathered from the 2018-2019 academic year. The following tables detail

information on student evaluation of counselor educations for each academic semester as well

as the overall academic year for 2018-2019. Counselor Educations have been provided

pseudonyms to protect their anonymity, i.e. Core Faculty Member (1), Non-Core Faculty

Member (1).

Fall 2018 Student Evaluation of Counselor Educators (See Appendix M: Table 13)

Spring 2019 Student Evaluation of Counselor Educators (See Appendix N: Table 14)

Summer 2019 Student Evaluation of Counselor Educators (See Appendix O: Table 15)

2018 – 2019 Academic Year Student Evaluation of Counselor Educators

Areas of Assessment for Counselor Educators: Averages for 2018-2019 Academic Year

Organization and planning throughout the course 5.43

Ability to communicate material / concepts 5.47

Ability to stimulate student interactions 5.35

Level of respect for students 5.58

Interactions with students 5.47

Provision of timely help to me outside of class when requested 5.48

Stimulation of my intellectual and / or artistic curiosity 5.38

• Note: Students respond to these content areas on a scale of 1 (Very Ineffective) to 6 (Very

Effective).

E. Student Evaluation of Site Supervisors: For students enrolled in Practicum and Internship

Courses, a site supervisor evaluation form is required before the conclusion of the semester. The

student evaluation form of the site supervisor is utilized to assess perspectives on student

experiences during supervised practice in clinical mental health counseling or school counseling.

Information from these forms is incorporated into future decision-making regarding the

placement of future practicum and internship students. This report does not incorporate

information on student evaluations of site supervisors. Information from these evaluation forms

is only utilized internally for future student practicum or internship placement.

F. Current Student Program Feedback: At the conclusion of each academic year, the Graduate

Counseling Program distributes a survey to all current student though the institutional learning

platform – Canvas. Questions incorporated within the survey address demographic information,

current professional positions, and comprehension of program objectives. Students are not

required to respond to this survey; they are only encouraged to provide feedback for future

program improvement. Information communicated within this survey is completely anonymous.

Of the 115 students enrolled in the program 49 students participated in the survey. Questions #

5, # 13, and # 14 were removed from the data detailed below because they requested

qualitative feedback from the students. The following information depicts the collective

response of students that participated in the survey:

Question # 1: What is your gender? Percentages

Female 86%

Male 12%

Non-Binary / Third Gender 0%

Prefer Not to Say 0%

Prefer Not to Self-Describe 2%

Question # 2: What is your racial identity Percentages

Caucasian or White 55%

Black or African American 41%

American Indian or Alaskan Native 0%

Native Hawaiian or Other Pacific Islander 2%

Two or More Races 0%

Race / Ethnicity Unknown 0%

No Answer 2%

Question # 3: What is your ethnic identity? Percentages

Hispanic of Latinx or Spanish Origin 4%

No Hispanic or Latinx or Spanish Origin 96%

Question # 4: Are you currently employed in the counseling field?

Percentages

Yes 37%

No 63%

Question # 6: On a scale of 1 – 5, please rate the availability of courses within the program.

Percentages

1. Excellent Availability 20%

2. Very Good Availability 33%

3. Adequate Availability 27%

4. Fair Availability 14%

5. Poor Availability 6%

Question # 7: On a scale of 1 – 5, please rate the availability of faculty and staff members within the program.

Percentages

1. Excellent Availability 35%


3. Adequate Availability 18%



Question # 8: On a scale of 1 – 5, please rate the accuracy of advising information.

Percentages

1. Extremely Accurate 33%

2. Very Accurate 35%

3. Accurate 20%

4. Fairly Accurate 8%

5. Not Accurate 2%

6. No Answer 2%

Question # 9: On a scale of 1 – 5, please rate the effectiveness of instructors within the program.

Percentages

1. Extremely Effective 29%

2. Very Effective 47%

3. Effective 16%

4. Fairly Effective 6%

5. Not Effective 2%

Question # 10: On a scale of 1 – 5, please rate the appropriateness of course content within the program.

Percentages

1. Extremely Appropriate 39%

2. Very Appropriate 41%

3. Appropriate 16%

4. Fairly Appropriate 4%

5. Not Appropriate 0%

Question # 11: On a scale of 1 – 5, please rate the availability of practicum and internship information.

Percentages

1. Extremely Available 22%


3. Average Availability 29%



6. No Answer 4%

Question # 12: On a scale of 1 – 5, please rate your confidence to communicate a personal professional counseling identity

Percentages

1. Extremely Confident 27%

2. Very Confident 16%

3. Confident 35%

4. Fairly Confident 12%

5. Not Confident 10%

Based upon your experience thus far, would you recommend this program to someone interested in pursuing a master’s degree in Clinical Mental Health Counseling or School Counseling?

Percentages

Yes 71%

No 2%

Yes, with Reservations 22%

Prefer Not to Answer 4%

G. Site Supervisor Evaluation of Practicum and Internship Students: For students enrolled in

Practicum and Internship Courses, the college supervisor requests that site supervisors submit a

formative and summative assessment. Students are required to follow-up with site supervisors

to ensure these forms are completed and submitted as party of their final portfolio for the

coursework. The formative and summative assessments forms are implemented to allowed

students to identify areas for improvement over the course of the semester. This report does

not incorporate information on site supervisor evaluation of practicum and internship students.

Information from these evaluations forms is only utilized internally for future student

professional development.

H. Site Supervisor Survey: At the conclusion of each academic year, the Graduate Counseling

Program distributes a survey to all active site supervisors from practicum and internship

students through SurveyMonkey®. Questions incorporated within the survey request site

supervisor feedback on student comprehension of program objectives and methods to improve

the affiliation between the college and facility. Questions # 5 was removed from the data

detailed below because it requested qualitative feedback from the site supervisors. Of the 57

active site supervisors for the 2018-2019 academic year, 16 site supervisors participated in the

survey. The following information depicts the collective response of site supervisors that

participated in the survey:

Question # 1: Based on your experience with a Rosemont College practicum or internship student, please indicate the extent to which you think Rosemont College prepared the student for the following: Knowledge and application of counseling skills - (P.O. # 5).

Participant Response Percentages

Not Applicable 6.25%

Unprepared 0.00%

Poorly Prepared 0.00%

Adequately Prepared 18.75%

Well Prepared 43.75%

Extremely Well Prepared 31.25%

Question # 1: Based on your experience with a Rosemont College practicum or internship student, please indicate the extent to which you think Rosemont College prepared the student for the following: Knowledge and application of counseling theories - (P.O. # 1 & 5).



Unprepared 0.00%





Question # 1: Based on your experience with a Rosemont College practicum or internship student, please indicate the extent to which you think Rosemont College prepared the student for the following: Knowledge and awareness of diverse populations and multicultural counseling competencies - (P.O. # 2).



Unprepared 0.00%





Question # 1: Based on your experience with a Rosemont College practicum or internship student, please indicate the extent to which you think Rosemont College prepared the student for the following: Knowledge and application of assessment to clients - (P.O. # 6).



Unprepared 0.00%





Question # 1: Based on your experience with a Rosemont College practicum or internship student, please indicate the extent to which you think Rosemont College prepared the student for the following: Knowledge of human growth and development and application of developmental theories - (P.O. # 3).



Unprepared 0.00%





Question # 1: Based on your experience with a Rosemont College practicum or internship student, please indicate the extent to which you think Rosemont College prepared the student for the following: Knowledge and application of group counseling skills - (P.O. # 5).



Unprepared 0.00%





Question # 1: Based on your experience with a Rosemont College practicum or internship student, please indicate the extent to which you think Rosemont College prepared the student for the following: Knowledge, understanding, and application of research methods, evaluation, and reporting protocols - (P.O. # 7).



Unprepared 0.00%





Question # 1: Based on your experience with a Rosemont College practicum or internship student, please indicate the extent to which you think Rosemont College prepared the student for the following: Knowledge of crisis counseling and trauma-informed care - (P.O. # 5 & 6).



Unprepared 0.00%





Question # 1: Based on your experience with a Rosemont College practicum or internship student, please indicate the extent to which you think Rosemont College prepared the student for the following: Knowledge and application of career counseling skills and theories - (P.O. # 4).



Unprepared 0.00%





Question # 1: Based on your experience with a Rosemont College practicum or internship student, please indicate the extent to which you think Rosemont College prepared the student for the following: Knowledge and application of legal and ethical standards in counseling - (P.O. # 8).



Unprepared 0.00%





Question # 2: Based on your experience with a Rosemont College practicum or internship student, please indicate the extent to which you think Rosemont College prepared the student for the following: Readiness for supervision sessions - (P.O. 9 & 10)



Unprepared 0.00%





Question # 2: Based on your experience with a Rosemont College practicum or internship student, please indicate the extent to which you think Rosemont College prepared the student for the following: Receiving constructive feedback during supervision - (P.O. 9 & 10)



Unprepared 0.00%





Question # 2: Based on your experience with a Rosemont College practicum or internship student, please indicate the extent to which you think Rosemont College prepared the student for the following: Ability to reflect and cope (your perception of student’s depth, attitude, ability to handle difficult decisions, higher order thinking, confidence, and initiative) - (P.O. 9 & 10)



Unprepared 0.00%





I. Former Student Survey: At the conclusion of each academic year, the Graduate Counseling

Program distributes a survey to all former students through the Alumni Relations Department.

Questions incorporated within the survey address demographic information, current

professional positions, comprehension of program objectives, and licensure attainment.

Questions # 5 and # 20 were removed from the data detailed below because they requested

qualitative feedback from the site supervisors. Of the 137 individuals the survey was distributed

to 6 former students participated in the survey for the 2018 – 2019 academic year. The

following information depicts the collective response of former students that participated in the

survey:

Question # 1: What is your gender? Percentages

Female 0%

Male 100%

Non-Binary / Third Gender 0%

Prefer Not to Say 0%

Prefer Not to Self-Describe 0%

Question # 2: What is your racial identity Percentages

Caucasian or White 100%

Black or African American 0%

American Indian or Alaskan Native 0%

Native Hawaiian or Other Pacific Islander 0%

Two or More Races 0%

Race / Ethnicity Unknown 0%

Question # 3: What is your ethnic identity? Percentages

Hispanic of Latinx or Spanish Origin 0%

No Hispanic or Latinx or Spanish Origin 100%

Question # 4: Are you currently employed in the counseling field?

Percentages

Yes 100%

No 0%

Question # 6: Have you successfully received a passing grade on the National Counselor Examination (NCE)?

Percentages

Yes 50.1%

No 0.00%

Registered for NCE 16.6%

No Response 33.3%

Question # 7: Are your currently licensed as a professional counselor (LPC)?

Percentages

Yes 33.3%

No 33.3%

License-Eligible 16.6%

No Response 16.6%

Question # 8: On a scale from 1 – 5 (1=worst; 5 = best), please rate your understanding and capacity to apply counseling skills as a result of your graduate school experience at Rosemont College (P.O. # 5).

1. Minimally Competent

2. Somewhat Competent

3. Adequately Competent

4. Very Competent

5. Extremely Competent

Average Rating Score = 4.2

Question # 9: On a scale from 1 – 5 (1=worst; 5 = best), please rate your understanding and capacity to apply counseling theories as a result of your graduate school experience at Rosemont College (P.O. # 1 & 5).




4. Very Competent



Question # 10: On a scale from 1 – 5 (1=worst; 5 = best), please rate your understanding of group dynamics and capacity to facilitate group counseling sessions with clients as a result of your graduate school experience at Rosemont College (P.O. # 5).




4. Very Competent



Question # 11: On a scale from 1 – 5 (1=worst; 5 = best), please rate your ability to integrate legal and ethical decision-making into professional practice to make informed decisions to protect and support future clients as a result of your graduate school experience at Rosemont College (P.O. # 8).




4. Very Competent



Question # 12: On a scale from 1 – 5 (1=worst; 5 = best), please rate your ability to establish a supportive therapeutic alliance with client experiencing a variety of mental health needs as a result of your graduate school experience at Rosemont College (P.O. # 5).




4. Very Competent



Question # 13: On a scale from 1 – 5 (1=worst; 5 = best), please rate your ability to integrate a developmental perspective into client diagnosis and treatment planning as a result of your graduate school experience at Rosemont College (P.O. # 3).




4. Very Competent



Question # 14: On a scale from 1 – 5 (1=worst; 5 = best), please rate your capacity to identify multicultural aspects of the client’s experience to advocate and apply appropriate intervention as a result of your graduate school experience at Rosemont College (P.O. # 2).




4. Very Competent



Question # 15: On a scale from 1 – 5 (1=worst; 5 = best), please rate your capacity to understand and apply skills and theories of career counseling as a result of your graduate school experience at Rosemont College (P.O. # 4).




4. Very Competent



Question # 16: On a scale from 1 – 5 (1=worst; 5 = best), please rate your understanding of various forms of assessment in counseling as well as the role of the counselor in the assessment process, as a result of your graduate school experience at Rosemont College (P.O. # 6).




4. Very Competent



Question # 17: On a scale from 1 – 5 (1=worst; 5 = best), please rate your ability to research, read, and interpret scholarly articles in counseling as a result of your graduate school experience at Rosemont College (P.O. # 7).




4. Very Competent



Question # 18: On a scale from 1 – 5 (1=worst; 5 = best), please rate your awareness of personal biases within the therapeutic relationship and ability to effectively address them as a result of your graduate school experience at Rosemont College (P.O. # 10)




4. Very Competent



Question # 19: On a scale from 1 – 5 (1=worst; 5 = best), please rate your ability to interact collaboratively and cohesively with colleagues as a result of your graduate school experience at Rosemont College (P.O. # 9).




4. Very Competent



J. Current Employer Survey: At the conclusion of each academic year, the Graduate Counseling

Program distributes a survey to all current employers of enrolled students through Survey

Monkey. Questions incorporated within the survey request current employer feedback on

student comprehension of program objectives and methods to improve future programming.

a.) Information is obtained on current employers through the Current Student Survey

(described earlier – Point F.). The first Current Student Survey was distributed at the

conclusion of the 2018-2019 academic year. Therefore, there was no formalized

process to collect information on current employers prior to the start of the 208-

2019 academic year. The first Current Employer Survey will be distributed at the

conclusion of the 2019-2020 academic year.

K. Student Graduation and Completion Rates: At the conclusion of each academic semester, the

department reviews and determines all students who have met program requirements for

graduation. Please see graduation and completion rates for students at the Rosemont College

Campus and Cedar Crest College Campus for the 2018-2019 academic year:

Graduation Rates: 2018 -2019 Academic Year

Total Graduates Withdrawn Students Graduation Rate (70 Total)

60 10 85.71%

Graduation Rates According to Concentration: 2018 – 2019 Academic Year

Clinical Mental Health Counseling School Counseling

Graduates Withdrawn

Students

Graduation Rate

(60 Total)

Graduates Withdrawn

Students

Graduation Rate

(10 Total)

53 7 88.33% 7 3 42.86%

Graduation Rates According to Campus: 2018 – 2019 Academic Year

Rosemont Campus Cedar Crest Campus

Graduates Withdrawn

Students

Graduation Rate

(59 Total)

Graduates Withdrawn

Students

Graduation Rate

(11 Total)

50 9 84.75% 10 1 90.90%

Completion Rates: 2018 -2019 Academic Year

Total Students Average Completion Rate

60 2.85 Years

Completion Rates According to Concentration: 2018 – 2019 Academic Year

Clinical Mental Health Counseling School Counseling

Total Students Average Completion Rate Total Students Average Completion Rate

53 2.86 Years 7 3.48 Years

Completion Rates According to Campus: 2018 – 2019 Academic Year

Rosemont Campus Cedar Crest Campus

Graduates Completion Rate Graduates Completion Rate

50 2.85 Years 10 2.5 Years

Appendix A: Table 1: Finalized Grade Analysis – Both Campuses (Rosemont College and Cedar Crest College)

Grade Distributions: Academic Year 2018-2019

A A- B+ B B- C+ C C- F FX PA NP I W Totals

Course Code & Title

CNS 6010: Counseling Skills & Techniques 35 8 1 3 1 1 49

CNS 6002: Group Dynamics & Strategies 32 4 36

CNS 5999: Counseling Theory & Practice 33 1 1 1 36

CNS 6021: Clinical Mental Health Counseling 17 4 3 12 1 37

CNS 6065: School Counseling PK-12 4 4

CNS 6040: Legal & Ethical Issues in Professional Practice 35 3 2 2 1 43

CNS 6043: Legal & Ethical Issues in Schools 3 3

CNS 6082: Development Across the Lifespan 23 1 2 3 29

CNS 6060: Multicultural Counseling 40 3 2 1 1 47

CNS 6025: Assessment & Appraisal in Counseling 20 1 1 2 2 1 27

CNS 6070: Career & Lifestyle Counseling 37 6 2 2 47

CNS 6030: Advanced Research & Evaluation 27 5 3 1 1 37

CNS 6022: Diagnosis & Treatment in Psychopathology 41 4 6 2 1 54

CNS 6050: Family Counseling 30 2 32

CNS 6055: Substance Use & Addiction 14 6 3 4 2 1 1 31

CNS 6089: Trauma Studies 34 2 5 1 1 43

CNS 6008: Cognitive Behavioral Theory & Strategies 26 2 28


Course Code & Title

CNS 6090: Mindfulness & Meditation 7 7

CNS 6340: Strategies in Treating Grief and Bereavement 25 3 1 29

CNS 6330: Victimology 9 11 1 1 22

CNS 6350: Offender Treatment 15 5 1 1 22

CNS 6093: Counseling the Exceptional Learner 1 1 1 2 5

CNS 6220: Counseling English Speakers of Other Languages (ESOL) 14 14

CNS 6600: School Counseling Practicum 15 15

CNS 6601: School Counseling Internship 1 8 8

CNS 6602: School Counseling Internship 2

CNS 6500: Clinical Mental Health Counseling Practicum

CNS 6501: Clinical Mental Health Counseling Internship 1 48 1 49


Archived: Addiction and the Family 10 1 11

Archived: Addiction Counseling Strategies & Techniques 11 11

Archived: Contemporary Issues in Forensic Counseling 4 2 1 7

Archived: Juvenile Justice, Delinquency, & Development 18 18

TOTALS 565 74 33 35 9 0 1 3 3 1 139 0 2 6 871

Appendix B: Table 2: Finalized Grade Analysis – Rosemont College Campus Only

Grade Distributions: Academic Year 2018-2019 (Rosemont College Campus Only)


Course Code & Title

CNS 6010: Counseling Skills & Techniques 30 7 1 3 1 42


CNS 5999: Counseling Theory & Practice 29 1 30



CNS 6040: Legal & Ethical Issues in Professional Practice 32 32


CNS 6082: Development Across the Lifespan 20 1 2 3 26

CNS 6060: Multicultural Counseling 31 2 2 35






CNS 6055: Substance Use & Addiction 8 5 3 2 2 1 21

CNS 6089: Trauma Studies 30 1 1 32



Course Code & Title











CNS 6501: Clinical Mental Health Counseling Internship 1 41 41






TOTALS 492 55 25 31 6 0 1 2 3 0 118 0 2 3 738

Appendix C: Table 3: Finalized Grade Analysis – Cedar Crest College Campus Only

Grade Distributions: Academic Year 2018-2019 (Cedar Crest College Campus Only)


Course Code & Title

CNS 6010: Counseling Skills & Techniques 5 1 1 7

CNS 6002: Group Dynamics & Strategies 7 7

CNS 5999: Counseling Theory & Practice 4 1 1 6

CNS 6021: Clinical Mental Health Counseling 1 1

CNS 6065: School Counseling PK-12 Not Offered at the Cedar Crest Campus (School Counseling Concentration)


CNS 6043: Legal & Ethical Issues in Schools Not Offered at the Cedar Crest Campus (School Counseling Concentration)

CNS 6082: Development Across the Lifespan 3 3

CNS 6060: Multicultural Counseling 9 1 1 1 12

CNS 6025: Assessment & Appraisal in Counseling 1 1

CNS 6070: Career & Lifestyle Counseling 5 5

CNS 6030: Advanced Research & Evaluation 6 6

CNS 6022: Diagnosis & Treatment in Psychopathology 5 3 1 9


CNS 6055: Substance Use & Addiction 6 1 2 1 10

CNS 6089: Trauma Studies 4 2 5 11

CNS 6008: Cognitive Behavioral Theory & Strategies


Course Code & Title

CNS 6090: Mindfulness & Meditation

CNS 6340: Strategies in Treating Grief and Bereavement 2 2

CNS 6330: Victimology 1 3 4

CNS 6350: Offender Treatment 3 3 6

CNS 6093: Counseling the Exceptional Learner

CNS 6220: Counseling English Speakers of Other Languages (ESOL)

CNS 6600: School Counseling Practicum Not Offered at the Cedar Crest Campus (School Counseling Concentration)

CNS 6601: School Counseling Internship 1 Not Offered at the Cedar Crest Campus (School Counseling Concentration)

CNS 6602: School Counseling Internship 2 Not Offered at the Cedar Crest Campus (School Counseling Concentration)



CNS 6502: Clinical Mental Health Counseling Internship 2 14 14

Archived: Addiction and the Family 2 2

Archived: Addiction Counseling Strategies & Techniques

Archived: Contemporary Issues in Forensic Counseling 1 1

Archived: Juvenile Justice, Delinquency, & Development

TOTALS 72 20 8 4 2 0 0 1 0 1 21 0 0 3 132

Appendix D: Table 4: Finalized Grade Analysis – Face-to-Face Courses Only

Grade Distributions: Academic Year 2018-2019 (Face-to-Face Only)


Course Code & Title

CNS 6010: Counseling Skills & Techniques 35 8 1 3 1 1 49


CNS 5999: Counseling Theory & Practice 33 1 1 1 36





CNS 6082: Development Across the Lifespan 4 2 6

CNS 6060: Multicultural Counseling 40 3 2 1 1 47



CNS 6030: Advanced Research & Evaluation 4 3 7


CNS 6050: Family Counseling 13 13

CNS 6055: Substance Use & Addiction 7 5 2 1 15

CNS 6089: Trauma Studies 29 2 5 1 37



Course Code & Title


CNS 6340: Strategies in Treating Grief and Bereavement 17 17

CNS 6330: Victimology

CNS 6350: Offender Treatment









Archived: Addiction and the Family


Archived: Contemporary Issues in Forensic Counseling


TOTALS 357 42 23 26 3 0 0 2 1 0 139 0 2 6 601

Appendix E: Table 5: Finalized Grade Analysis – Synchronous Hybrid Courses Only

Grade Distributions: Academic Year 2018-2019 (Synchronous Hybrid Only)


Course Code & Title

CNS 6010: Counseling Skills & Techniques

CNS 6002: Group Dynamics & Strategies

CNS 5999: Counseling Theory & Practice

CNS 6021: Clinical Mental Health Counseling 6 3 1 1 11

CNS 6065: School Counseling PK-12

CNS 6040: Legal & Ethical Issues in Professional Practice 18 18

CNS 6043: Legal & Ethical Issues in Schools

CNS 6082: Development Across the Lifespan 5 2 1 8

CNS 6060: Multicultural Counseling

CNS 6025: Assessment & Appraisal in Counseling


CNS 6030: Advanced Research & Evaluation

CNS 6022: Diagnosis & Treatment in Psychopathology 17 1 1 19


CNS 6055: Substance Use & Addiction 7 1 1 3 2 1 1 16

CNS 6089: Trauma Studies



Course Code & Title


CNS 6340: Strategies in Treating Grief and Bereavement

CNS 6330: Victimology

CNS 6350: Offender Treatment



CNS 6600: School Counseling Practicum




CNS 6501: Clinical Mental Health Counseling Internship 1


Archived: Addiction and the Family


Archived: Contemporary Issues in Forensic Counseling


TOTALS 86 8 6 7 2 0 0 1 0 1 0 0 0 0 111

Appendix F: Table 6: Finalized Grade Analysis – Asynchronous Online Courses Only

Grade Distributions: Academic Year 2018-2019 (Asynchronous Online Only)


Course Code & Title

CNS 6010: Counseling Skills & Techniques

CNS 6002: Group Dynamics & Strategies

CNS 5999: Counseling Theory & Practice

CNS 6021: Clinical Mental Health Counseling

CNS 6065: School Counseling PK-12

CNS 6040: Legal & Ethical Issues in Professional Practice

CNS 6043: Legal & Ethical Issues in Schools

CNS 6082: Development Across the Lifespan 14 1 15

CNS 6060: Multicultural Counseling

CNS 6025: Assessment & Appraisal in Counseling

CNS 6070: Career & Lifestyle Counseling 15 15


CNS 6022: Diagnosis & Treatment in Psychopathology

CNS 6050: Family Counseling

CNS 6055: Substance Use & Addiction

CNS 6089: Trauma Studies 5 1 6



Course Code & Title







CNS 6600: School Counseling Practicum










TOTALS 121 24 4 3 3 0 1 0 2 0 0 0 0 0 158

Appendix G: Table 7: Spring 2019 Professional Dispositions Scores (Rosemont College and Cedar Crest College)

Total

Flexibility and Openness (Average Score = 2.75)

Open willingness to different perspectives 2.77

Flexible to new demands, the environment, and accept necessary changes 2.73

Search for peer opinions, accept constructive feedback, and incorporate feedback from peers 2.75

Collaboration (Average Score = 2.75)

Accept mistakes, avoid blame, apply feedback toward growth, and monitor self for professionalism 2.74

Reach consensus, initiate compromise, and show concern for group goals 2.74

Invite feedback, incorporate supervisory feedback, and give feedback 2.77

Awareness (Average Score = 2.72)

Awareness of own impact on others 2.62

Ability to deal with conflict; ability to express feelings effectively and appropriately 2.68

Understand and demonstrate multicultural concerns and social justice. Identification of biases and prejudices of self and society. 2.88

Initiative and Motivation (Average Score = 2.75)

Met or exceed all of the class requirements, showed creativity 2.69

Adhere to school and SPGS policies 2.85

Proficient graduate level oral and written skills 2.72

Responsibility (Average Score = 2.88)

Maintain professional boundaries, sensitive to diversity, safeguard confidentially 2.88

Dedication to Counseling Profession 2.84

Attend and adhere to Ethical Standards 2.93

Total

Appendix H: Table 8: Spring 2019 Professional Dispositions Scores (Rosemont College Only)

Total





















Total

Appendix I: Table 9: Spring 2019 Professional Dispositions Scores (Cedar Crest College Only)

Total





















Total

Appendix J: Table 10: Summer 2019 Professional Dispositions Scores (Rosemont College and Cedar Crest College)

Total





















Total

Appendix K: Table 11: Summer 2019 Professional Dispositions Scores (Rosemont College Only)

Total





















Total

Appendix L: Table 12: Summer 2019 Professional Dispositions Scores (Cedar Crest College Only)

Total





















Total

Appendix M: Table 13: Fall 2018 Student Evaluation of Counselor Educators

Area of Assessment

Organization and planning throughout the course

Ability to communicate

material/concepts

Ability to stimulate student

interactions

Level of respect for

students

Interactions with

students

Provision of timely help

to me outside of class when requested

Stimulation of my

intellectual and/or artistic

curiosity

Core Faculty Member (1) 4.73 5.28 5.43 5.38 5.43 5.13 5.10



Non-Core Faculty Member (1) 5.60 5.67 5.50 5.70 5.50 5.47 5.57














Area of Assessment



material/concepts


interactions


students

Interactions with

students



Stimulation of my


curiosity






Appendix N: Table 14: Spring 2019 Student Evaluation of Counselor Educators

Area of Assessment



material/concepts


interactions


students

Interactions with

students



Stimulation of my


curiosity














Appendix O: Table 15: Summer 2019 Student Evaluation of Counselor Educators

Area of Assessment



material/concepts


interactions


students

Interactions with

students



Stimulation of my


curiosity





Non-Core Faculty Member (9) No Response from Students for Teacher Evaluations




Non-Core Faculty Member (22) No Response from Students for Teacher Evaluations

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